sf 


ORTHOGRAPHY AND 1 


PE 1145 
. L45 
Copy 1 


PENMANSHIP 

The Facts Condensed 

Revised Edition 

192 ! 

BY 

A, S. LEE 

AUTH0K OF 

CONDENSED SERIES OF 
TEXT BOOKS FOR TEACHERS 


§ 

1 


Published by the Author 


COPYRIGHT, 1914, BY A. S. LEE 
COPYRIGHT. 1916, BY S. LEE 
COPYRIGHT, 1919, BY A, S. LEE 
COPYRIGHT, 1921, BY A. 3. LEE 



8LOBE PRINTING A BINDING CO.* PARKERSBURG, W. VA. 










* 


I 




4y 






? 








• r * 


r . 





\ 


l 


\ 


( 



% 

©CIA 6 52923 

-yt-& 








ORTHOGRAPHY AND 
PENMANSHIP 


PART I 

DICTIONARY OF ORTHOGRAPHY 

Remark—This part is to be used for reference in the 
study of Part II. 

Accent is a greater stress of voice placed upon one 
syllable of a word than upon the rest. 

Affix—A prefix or a suffix. Ex. un-kind-ly. 

Antonyms—Words of opposite meaning. Example: 
vice, virtue. 

Aspirates—Mere whispers produced without vibration 
of the vocal chords. Example, the sounds of f, k, q, s, i. 

Articulation is distinctness of utterance. 

Articulating Organs—Rips, teeth, tongue, palate, and 
nasal passages. 

Artificial Language is a method of communicating 
thought by means of elementary sounds or letters. 

Coalescent—A consonant sound preceding and uniting 
with a vowel sound. 




2 


ORTHOGRAPHY AND PENMANSHIP 


Cognate letters are those whose sounds are produced 
by the same organs of speech in a similar position. Ex. 
d, t; f, y. 

Cognate sounds are those produced by the same organs 
of speech in a similar position. 

Common Accent is that given in the ordinary pronun¬ 
ciation of a word. 

Compound word—A word made up of two or more 
simple words. Ex. truth-teller. 

Consonant—A letter representing a sound modified 
and obstructed by the organs of speech. 

Consonant combination—The union of two or more 
consonants to represent one sound. Ex. th, wh. 

Dentals represent sounds modified by the teeth. They 
are j, s, sh, ch, zli, c soft, and g soft. 

Derivative words—Those formed by adding affixes to 
root words; as, manly, unlike. 

Digraph—The union of two vowels in one syllable 
one of which is silent. Ex. fear. 

Diphthong—The union of two vowels in one syllable, 
both of which are sounded. They are oi, oy, on, and ow. 

Discriminative accent is that given to different words 
of the same spelling to distinguish different parts of speech; 
as, cem-ent, ce-ment; in-val-id, in-va-lid. 

Dissyllable—A word of two syllables. 

Elementary sound—A simple sound that can not be 
separated into two or more sounds. They are vocals (18), 
sub vocals (15), and aspirates, (10). 



BY A. S. LEE 


3 


Guttural—An articulate sound modified by the soft 
palate. 

Homophones—Words pronounced the same but spelled 
differently. Ex. gait, gate. 

Labials represent sounds modified by the lips. They 
are, b, f, m, p, y, w, and wh. 

Letter—A character used to represent one or more ele¬ 
mentary sounds. 

Lexicography—The science which treats of the mean¬ 
ing of words. 

Linguals represent sounds modified by the tongue. 
They are, d, 1, n, r, t, y, and th. 

Liquids—Letters having flowing sounds. They are, 1, 
m, n, r. 

Monosyllable—A word of one syllable. 

Mutes are consonants which represent explosive 
sounds. They are b, d, g hard, k, p, t; and c hard. 

Xame of a letter—The term or appellation by which 
it is known. 

Orthography teaches the nature and power of letters 
and correct spelling. 

Orthoepy teaches the correct pronunciation of words. 

Oral Spelling is the uttering, in proper order, of the 
letters of a word. 

Palindrome—A word or a sentence that is the same 
when spelled or read either forward or backward; as, 
‘‘Madam;” ‘‘Able, was I ere I saw Elba.” 



4 


ORTHOGRAPHY AND PENMANSHIP 


Paronyms—Words pronounced the same but spelled 
differently; as, all awL 

Palatals represent sounds modified by the palate. 
They are, k, q, x, c hard, g hard, and ng. 

Phonetic spelling is the uttering of the sounds of a 
word in correct order. 

Phonology (Phonics) is the science of the elementary 
sounds. 

Polysyllable. A word of more than three syllables. 

Power of a letter—The elementary sound which it 
represents. 

Prefix—A syllable added to the beginning of a word; 
as, nn-kind. 

Primitive word—One not derived from any other word; 
as, man. 

Phonotypy is the art of indicating the pronunciation 
of words by the use of diacritical marks. 

Pronunciation is utterance with proper accent and ar¬ 
ticulation. 

Redundant letters have no sound of their own. They 
are, c, j, q, and x. 

Root of a word.—The primitive part of it; as, man-ly. 

Sibilant—A letter having a hissing sound; as, s and z. 

Semivowels are consonants that represent sounds cap¬ 
able of prolongation; as, f, h, j, g, 

Silent letter—One that has no sound of its own, but is 
used (1) to modify the sounds of other letters, (2) to 



BY A. S. LEE 


5 


indicate the meaning of a word, or (3) to show the origin 
of a word; as, sign, wright, pneumatic. 

f, j, q, r, x, y, and z, are never silent. 

Simple word—A single word; as, book. 

Sound is a sensation produced on the auditory nerve of 
the ear by rapid vibrations of the atmosphere. 

Suffix—A syllable added to the end of a word; as, 
man-ly. 

Substitute—A letter or combination of letters that rep¬ 
resent the sound that another letter usually represents. 
Ex. short i has four substitutes: y, e, u, and o, in hymn,. 
England, busy and women. 

Spelling is expressing the letters or sounds of a word 
in correct order. 

Subvocals are those letters whose sounds are modified 
by the organs of speech, thereby producing an undertone. 
They are, b, d, g, j, 1, m, n; r; v; w; y; z; th; sh and ng. 

Speech is voice modified to express thought or feeling. 

Syllabication deals with the division of words into 
syllables. 

Syllable—The whole or component part of a word 
uttered by one impulse of the voice. The last, the last 
but one, the last but two, are called ultimate, penultimate, 
and antepenultimate. A word has as many syllables as it 
has vowel or diphthongal, sounds. 

Synonyms are words having the same general meaning 
but a different specific meaning; as, character and reputa¬ 
tion. 

Tetragraph—The union of 4 vowels or 4 consonants 
in one syllable, as, phthisic. 



6 


ORTHOGRAPHY AND PENMANSHIP 


Trigraph—The union of three vowels in one syllable, 
with one or two of them silent; as, beautiful. 

Triphthong—The union of three vowels all of which 
are sounded; as, buoy. 

Trisyllable—A word of three syllables. 

Yocal—A sound modified, but not obstructed by the 
organs of speech; as, long a. 

Yocal organs. Lungs, diaphragm, intercostal muscles, 
bronchial tubes, trachea, larynx, and pharynx. 

Yowel—A letter which represents a modified, but un¬ 
interrupted tone of voice. They are, a, e, i, o, u, and y. 




BY A. S. LEE 


7 


PART II 


ORTHOGRAPHY 
Lesson I. 

Orthography is that science which treats of words, 
letters, sounds, and correct spelling. 

Orthography includes spelling, pronunciation, diacrit¬ 
ical marks, accent, syllabication, prefixes, suffixes, syno¬ 
nyms, homonyms and the meaning of words. 

Orthoepy teaches the correct pronunciation of words. 
This division of orthography embraces (1) syllabication, 
(2) accent, (3) articulation, (4) the use of diacritical marks. 


RULES OF SYLLABICATION 


I. Letters forming a digraph, either vocal or con¬ 
sonant should not be separated. 

II. Soft c or soft g never end a syllable. Ex. for-cing, 
man-a-ging. 

III. When i or e follows s, t, z, c, g, d, or sc, giving 
them the sound of sh, they do not end a syllable; as, gla¬ 
cial, ra-tion-al, nau-seous. 

IV. When u follows s, z, d, t, giving them the sound 
of sh, zh, ch, or gh, it does not end a syllable; as, cen-sure, 
na-ture. 






8 


ORTHOGRAPHY AND PENMANSHIP 


V. When a single consonant ending a word is doubled 
on taking the addition of a suffix beginning with a vowel, 
the syllable is divided between the double letter; as, be- 
gin-ning. 

Syllabify the following words: 

Measure, forcible, impassable, begging, seizure, cen¬ 
sure, reversible, ocean, calliope, museum, manager, advan¬ 
tageous, diagramming, objective, trapping, junction, tat¬ 
toos, specious, collision, series, precious, incision, comical, 
discipline, convenience, azure, rasure, preparation, indis¬ 
pensable. 

Accent is a greater stress of voice placed upon one 
syllable of a word than upon the rest. Accent is of three 
kinds: common, emphatic and discriminative. 


ARTICULATION 


Articulation is distinctness of utterance. Good articu¬ 
lation requires that all the elementary sounds be uttered 
distinctly, and these only. 

The three errors to be avoided in articulation are 
substitution, omission, and blending. The conditions neces¬ 
sary for good articulation are flexibility, elasticity and 
readiness of the vocal organs. 


EXERCISES TO IMPROVE ARTICULATION. 


1. Utter twice the long sound of each vowel. 

2. Utter twice the short sound of each vowel. 

3. Make the elementary sounds singly, of which the 
following words are composed: bat, met, sit, hot, up, my, 
am, it, ice, ox, use, ate and eve. 







BY A. S. LEE 


9 


4. Pronounce correctly the following words: govern¬ 
ment, nominative, which, catch, regular, granary, length, 
acts. 

5. Read: (a) The vile vagabond ventured to villify 
the venerable veteran. 

(h) The rain ceaseth, and it ceaseth to rain, (c) He 
sells seashells; does she sell seashells? (d) It is inex¬ 
plicable and unpardonable, (e) Where is the pretty pew¬ 
ter platter Pluma placed the pie upon? (f) Sam Slick saw¬ 
ed six, slim, sleek, slender saplings for sale, (g) The old, 
cold scold, sold a school coal scuttle. 

6. Pronounce distinctly the following words: — 

February, umbrella, elm, Tuesday, nominative, sal¬ 
mon, psalm, distinctly, arctic, government, particular, 
geography, every, column, chimney, once, twice, partner, 
mists, overalls, attacked, amidst, drowned, casualty, boasts, 
usually, Messrs., jeans, Asia, equator, Roosevelt, sphere, 
perspiration, algebra, sphinx, dictionary, ceaseth, separ¬ 
ate, regular, quantity, interest, address, certificate, direct¬ 
ly, memory, eleven, acts, victory, governor, Indian, appli¬ 
cable, reputable, lamentable, Carnegie, harass, necessar¬ 
ily, acclimate, inexplicable, precedent, thrusts, fists, with, 
withe, discipline, insists, twists, hospitable, elasticity. 


QUESTIONS 


Define orthography and tell what it includes. Speak of 
the relative values of spelling-, pronunciation, syllabication, 
diacritical marks, and synonyms. What is meant by vocab¬ 
ulary? How and when can it be enlarged? How does read¬ 
ing aid in securing a vocabulary? Illustrate what is meant 
by the use of synonyms. What are the chief things we may 
learn from the use of a dictionary? Define orthoepy. What 
does it include? Give two rules of syllabication and five ex¬ 
amples of each. Define accent. Name and define the different 
kinds of accent. Define articulation and name three common 
errors. What are the required conditions of the vocal organs? 
Mention some exercises to improve articulation. 





10 


ORTHOGRAPHY AND PENMANSHIP 


PHOtfOTYPY. 

Lesson II. 

Phonotypy is the art of indicating the correct pronun¬ 
ciation of words by the use of diacritical marks. 

There are but 44 elementary sounds, and there are 
but 44 situations in which diacritical marks are used. 
With these facts in view, it should not seem to be so diffi¬ 
cult a task to learn all there is to be known about the 
use of diacritical marks. The teacher should begin teach¬ 
ing their use in the first grade, and, by the time a pupil 
is ready for the fifth reader, he should have this subject 
well understood. 

Diacritical JdarJcs . 

-Macron — , Breve , Dieresisf • 'J , Sem i -Die res id C- J, 
Cedilla J , Tilde , Caret a , -Suspended, Bar a. 

- Vowel Sounds.' - 


d 

as 

in 

ate 

£ 

as 

in 

fjgte 

■o as in 

wolf 

a 

" 

»/ 

at 

l 



Ice 

do " " 

room 

a. 

» 

- 

arm. 

V 

L 



hi 

oo » » 

load 

a 

» 

- 

all 

V 

" 

" 

sir 

zZ " " 

use 

£ 

ft 

n 

A 

care 

l 

" 


police 

U ” » 

up 

a 


" 

aslc 

o 

" 

" 

old 

■A 

u 

A . 

wye 

a 


" 

what 

o 

" 

ft 

hot 

u. •• " 

rude 

e 

•t 

" 

eve 

d 

- 

ft 

son 

a " " 

pull 

2 

a 


net 

o 

- 

" 

to 

y " " 

my 

e 

" 

" 

h2r 

A 

o 

" 

" 

or 

y - - 

myth 

A 

e 

- 

" 

there 

2 

// 

" 

whorl 







/’ ri 9-t ^ -? 

C ^ < M sV A . 












f 

as 

in 

pile 

y 

as 

t 

in 

pent 

ch as in 

chap 

€ 

" 

" 

can 

n * 


" 

indr 

ph » " 

praise 

£ 

" 

" 

wa$ 

n 

" 

" 

canon 

■ch 

chord 

9 

- 

• 

pood 

th 

" 

" 

this 


eopisl 












BY A. S. LEE 


11 


EXERCISES 


1. Name and describe the diacritical marks. 

2. Give key words to represent all the sounds of a« 
What diacritical marks are used to represent each? 

3. Indicat by proper diacritical marks the correct 
sounds of a in the following words: fate, garb, mat, tall, 
fatal, last, chair, that, chance, talk, wander, awe; argu¬ 
ment, audience, pastry, parent, calico, master, compare, 
watch, granary, crack, vast, fraud guard, address. 

Lesson III 

1. Give words indicating the various sounds of e. 
What marks indicate these sounds? 

2. Mark the accented syllable and indicate the sounds 
of a and e in the following words: Plausible, query, penny, 
ebbing, name, trap, where, term, heiress, deign, rafter, 
pass, strategic, cleft, query, obey, dairy, laughter, pedal, 
service, erelong, wash. 

Lesson IT 

1. Illustrate all the sounds of i by diacritical marks. 

2. Utter all the sounds of a, e, and i. 

3. Indicate pronunciation of rice, fete, sir, sting, satin, 
ermine, police, first, sermonize, fiat, girdle, term, magazine, 
quarantine, ice, tonsilitis, diploma, advertiser, isothermal, 
mercantile, dilate, daughter. 

Lesson Y. 

1. Utter and indicate by diacritical marks all the 
sounds of o. Give key words. 

2. Pronounce on paper these words: smoke, potter. 




12 


ORTHOGRAPHY AND PENMANSHIP 


mirth, serve, work, born, warm, worm, group, could, 
front, dog, covet, worse, shoe, woman, front, opponent, 
aroma, compass, isolate, forge, or, revolt, betroth, fore¬ 
head, lever, attache, preface, senna, area, idea, bought. 

Lesson VI. 

1. Give key words to represent all the sounds of u. 

2. Illustrate the two sounds of y as a vowel. 

Pronounce on paper the following: cubic, rural, sluice, 
cushion, turnip, trump, pearl, skirt, work, burn, herb, 
myth, my, museum, optometrist, butcher, lactometer, suit, 
rude, column, ducat, debut, jugular, coadjutor, chauffeur, 
discipline, maintenance, acorn, hearth, orthoepy, niche. 

Lesson VIL 

1. Illustrate the sounds of oo. 

2. Illustrate the sounds of s, g, til, c, u, and ch. 

3. What elementary sounds require no mark? 

4. Indicate the pronunciation of the following words: 
georgeous, plausible, recognize, verdigris, with, withe, 
bought, much, this, charge, chaise, character, chicanery, 
spruce, sturgeon, chocolate, chemist, is, ink, cannon, rise. 
Worcester, equator, horizon, Palestine, diphtheria, niche, 
betroth, roof, proof, hoof, root, route, book, lamentable, 
admirable, gladiolis, infamous, acclimate, encore, massage, 
routine, debris, finals, address, discipline, propaganda. 

Lesson VIIL 

1. By the use of diacritical marks indicate the cor¬ 
rect pronunciation of the following words: mate, ball, let, 
sup, is, last, berry, race, bought, mute, card, cloth, sage, 
add, effete, soar, world, mirth, eight, corps, seen, pull, 
fall, machine, sane, mat, scare, water, leisure, discretion. 



BY A. S. LEE 


13 


algebra, horizon, mandamus, gratis, alias, nemesis, vagary, 
deter, idea, area, cement, rise, (as a noun), inquiry, mis¬ 
chievous, attache, raillery, half, laugh, hymeneal, decade, 
assignee, jardiniere, parotid, placed, placard, bouquet, 
granary, measure, produce (as a noun), dog, etiquette, 
maintain, Arab, carbine, grimace, admirable, comparable, 
museum, canine, irrevocable, opponent, referable, calliope, 
vicar, satire, eclat, employe, elite, dilate, lichen, ignor¬ 
amus, ancient, pageant, parietal, syrup, debut, donkey, 
frontal, root, hearth, roof, pajamas, palindrome, pastel, 
patron, discipline, Danish, bronchitis, tetrameter, lactom¬ 
eter, finance, extant, Palestine, with, posse, ennui, blase* 
protege, premier, lenient, tomato, apricot, rafter, verbatim* 
drama, pageant, fought, sepulcher, reparable, balmoral* 
garage, camouflage, ally. 



14 


ORTHOGRAPHY AND PENMANSHIP 


PART III 


WORD STUDY 
Lesson IX 

Homonyms (homophones) are words pronounced the 
same but spelled differently; as, bridal, bridle. Give five 
examples. 

Antonyms are words of opposite meaning: as, joy, 
sorrow. Give five examples. 


EXERCISES 


1. Spell the following words another way: Wright, 
grocer, gorilla, rose, brows, bridal, mustard, ought, augur, 
bowlder, blue, bread, quire, claws, core, cruise, chased, 
serial, seller, phrase, gilt, gamble, symbol, signet, gage, 
rumor, owe, you, so,wave, canvas, current, council, stayed 
indict, key, high, lesson, flocks, mettle, muscle, mantle, 
pistol, pole, root, surge, step, sutler, lumber, desert, tax, 
and fellow. What are these pairs of words called? 

2. Write ten pairs of words spelled alike but pro¬ 
nounced differently. What are these pairs of words call¬ 
ed? 

3. Give the antonyms of the following words: forfeit, 
attract, scatter, cease, weakness, backward, accept, mod¬ 
ern, distress, absurd, heedless, private, narrow, darkness, 
open, rare, help, cloudy, near. 






BY A. S. LEE 


15 


4. Use the following pairs of words in sentences that 
make their meaning clear:— 

Cereal—serial, allowed—aloud, straight-strait, serge- 
surge, meddle-medal, done-dun, session-cession, comple¬ 
ment—compliment, sweet-suite, shone-shown, raised-razed, 
capitol-capital, principal-principle, guaranty-guarantee, 
ceiling-sealing, lose-loose, draft-draught, wrap-rap, steal- 
steel, sale-sail, sell-cell, coarse-course, bury-berry, root- 
route, stationary-stationery, peddle-pedal, likely-liable, 
transpire-happen, quite-very, of-off. 

Synonyms are words haying the same general mean¬ 
ing but a different specific meaning; as, great—excessive. 

A careful study and application of the synonyms found 
below will prove a great aid in the use of vigorous and 
concise language. For those who wish to become mas¬ 
ters of exact and forceful English, Fernald’s “Synonyms 
and Antonyms” is recommended. This book may be ob¬ 
tained from Funk and Wagnalls, New York City. 


EXAMPLES 


Behavior—conduct. Behavior refers to particular act3 
while conduct refers to activities as a whole. 

Character—reputation. Our character is what we are: 
our reputation is what other people think we are. 

Empty—vacant. A thing is empty when it contains 
nothing. A place is vacant when its usual occupant is 
gone. 

Enough—plenty. A miser may have plenty of money, 
but never enough. 





16 


ORTHOGRAPHY AND PENMANSHIP 


Apt—likely. Apt implies fitness while likely implies 
probability. 

Yocation—Avocation. Vocation is a regular calling. 
Avocation is a diversion or amusement. 

Mad—Angry. Mad means insane or uncontrollably 
excited; angry means vexed or enraged. 

Loan—lend. Use loan as a noun and lend as a verb. 

Expect—suspect. Expect means to look forward to 
with confidence; suspect means to imagine to be, to sur¬ 
mise, to mistrust. 


OTHER TROUBLESOME PAIRS 


Accept—except. Accept means to receive or approve; 
except means to exclude. Ex. I accept all your presents 
except the last. 

Affect—effect. Affect means to have an influence on 
or to disturb; effect means to cause or to bring about. 
Ex. The new law has affected shoe dealers but it has had 
no effect on our business. 

Emigration—immigration. To emigrate means to go 
out of a place, while to immigrate means to come into a 
place. 

Teach—learn. To learn is to acquire knowledge, while 
to teach is to cause to learn. 

Observation—observance. Observation means taking 
notice of, recognizing and noting; observance the practice 
of keeping a day or rule. 

Respectively—respectfully. Respectively means re¬ 
lating to each in order named; respectfully means char¬ 
acterized by high regard. 





BY A. S. LEE 


17 


Illustrate the use of the following synonyms. 

1. love, like; discover, invent; healthy, healthful, 
wholesome; balance, rest, remainder; bonus, reward, sub¬ 
sidy; carton, crate, bundle, parcel; damage, detriment, 
loss; habit, custom, practice, policy, deficit, deficiency, 
shortage, scarcity; competitor, rival, opponent; discount, 
deduction, concession, allowance, rebate, refund; able, 
competent, capable; capacity, power, ability. 

2. old, aged, antique, ancient, antiquated, obsolete; 
accede, agree, yield, acquiesce; blame, censure, criticise; 
obvious, plain, clear, simple, apparent; silent, mute, dumb, 
speechless; delight, happiness, pleasure, joy; abandon, for¬ 
sake, desert; pride, vanity, conceit; student, pupil, scholar; 
adequate, ample; indorse, approve; sample, specimen; 
solicit, demand, commandeer. 

3. Illustrate the use of the following pairs: lively— 
animated, irresolute—faltering, allude—mention, aggravate 
—provoke, elegant—splendid, authentic—genuine, alleviate 
—mitigate, apprehend—comprehend, ridiculous—laughable, 
salary—wages, learning—wisdom, apology—excuse, pride 
—vanity, discovery—invention, benevolent—generous, an¬ 
grily—petulantly, allure—entice, careful—cautious, defend 
—protect, majority—plurality, hope—expect, worth—value, 
truth—veracity, sympathy—pity, idle—lazy, pleasure— 
happiness, emergency—situation, conscious—aware, decid¬ 
ed—decisive, creditable—credible, name—mention, rise— 
raise, mad—angry. 


LESSOR X. 

Synonyms and Corresponding Antonyms 


Advise, counsel, urge—dissuade, defer, remonstrate. 
Agony, pain, grief—comfort, ease, joy. 





18 


ORTHOGRAPHY AND PENMANSHIP 


Aid, help, abet—Oppose, thwart, baffle. 

Ambiguous, equivocal, doubtful—obvious, apparent, 
sure. 

Appreciate, prize, value—dislike, ignore, undervalue. 
Atrocious, cruel, flagrant—laudable, kind, admirable. 
Bare, naked destitute—dressed, robed, full. 

Base, low, mean, vile—noble, lofty, refined, honorable. 
Bashful, shy, modest—bold, impulent, forward. 
Bj^utiful, fine, handsome—ugly, coarse, hideous. 
Beautify, adorn, decorate—disfigure, strip, deface. 
Bestow, confer, give—withdraw, withhold, reserve.. 
Beg, beseech, implore—Exact, extort, require. 
Celebrated, famous, renowned—Oblivious, obscure, un¬ 
known. 

Comfort, console, assuage—annoy, irritate, aggravate. 

Contaminate, corrupt, pollute—purify, cleanse, clarify. 

Detest, abhor, hate—desire, like, love. 

Extol, applaud, praise—censure, blame, reprove. 

Morose, gloomy, sullen—genial, affable, pleasant. 

Myth, fable, legend—fact, narrative, history. 

Quaint, odd, antique—ordinary, common, modern. 

Requisite, essential, necessary—superfluous, redun¬ 
dant, unnecessary. 

Rigid, stiff, strict, severe—pliant, limber, lenient, mild. 
Rumor, report, hearsay—evidence, proof, testimony. 
Silly, absurd, foolish—astute, wise, intelligent. 
Suggest, intimate, propose—dictate, demand, declare. 
Venerate, revere, respect—despise, execrate, abhor. 



BY A. S. LEE 


19 


Give synonyms of the following words: tall, low, 
width, accidental, acceptable, absurd, adorn, garment, ad¬ 
versary, alarm, amend, apply, amuse, auger, mad, appre¬ 
ciate, arduous, ascribe, assent, banish, blameless, calamity, 
call, candid, anxiety, cautious, certain, common, confess, 
conquer, contest, contagious, cordial, courage, cross, de¬ 
coy, demolish, dismay, dislike, disposition, droll, emblem, 
emotion, emulation, equivocal, event, excuse, facility, fam¬ 
ous, fault, final, force, formal, gentle, gift, grace, grave, 
habit, havoc, haste, hate, cordial, help, heroism, humility, 
idiom, imminent, impediment, incompetent, insolent, irri¬ 
table, laconic, levity, liberal, malice, maim, normal, per¬ 
mit, perverse, radical, racy, real, refer, regret, renounce, 
reply, reprove, reverence, reveal, salute, sense, sensible, 
serve, severe, simple, sneer, sober, state, stern, stubborn, 
symbol, taste, trade, trouble, violent, warm, wit, abandon, 
final. 


PREFIXES AXD SUFFIXES 
Lesson XL 


1. A prefix is one or more letters or syllables com¬ 
bined with the beginning of a word to modify its meaning; 
as un-kind. 

2. A suffix is one or more letters or syllables added 
to the end of a word to modify its meaning; as, kind-ness. 

a, ab, abs,=from; as, abstain, to hold from. 

ad, a, ac, af, ag, al, an, ap, ar, as, at=to? as, adhere, 
to stick to. 

ante, ant, anti=before; as, antecedent, going before. 

circum=:around; as, circum-ambulate, to walk around. 





20 


ORTHOGRAPHY AND PENMANSHIP 


con, co, cog, col, com, cor=with, or together; as, co¬ 
equal, equal with. 

de^rdown, from, or off; as descend, to go down from. 

dis, di, dif=asunder, opposite of; as, dis-joint, to put 
asunder. 

ex, e, ec, ef,=out, from; as, ex-tract, to draw out. 

extra,=beyond; as, extraordinary, beyond ordinary. 

in (ig, il, im, and ir), when found in adjectives, signify 
not; as, in-correct, not correct. Illegal, immoral, irra¬ 
tional. 

mis=■wrongly. 

post^after; as, post-script, written after. 

pre=before; as, pre-arrange, to arrange before. 

pro=for; as pro-noun, for a noun. 

re=again; as, re-count, to count again. 

sub, (sue, suf, sug, sum, sup, and sus), —after or un¬ 
der; as, sub-way, a way under; succeed, sustain, support, 
suggest. 

trans=:across or beyond; as trans-Atlantic, beyond 
the Atlantic. 


LATIN SUFFIXES. 


able, ible=fit to be, or, that which may be; as, sal¬ 
able, that which may be sold; reversible, payable, de¬ 
batable. 

age—act or condition; as, bond-age, condition of being 
a slave. 





BY A. S. LEE 


21 


ant=one who, or being; as, servant, one who serves. 

ic, leal=pertaining to, or one who; as, historical, per¬ 
taining to history. Maniac, whimsical, systematic. 

ion=state of being, act of, or one who; as, pollut-ion, 
act of polluting. Promotion, civilization. 

ment^act of, being, or thing; as, retire-ment, being 
retired. Confinement, arrangement. 

ory=place of pertaining to; as, arm-ory, place where 
arms are kept. Dilatory, mandatory, introductory. 

ule=:little; as, glob-ule, a little globe. 

ulent=full of; as, fraud-ulent, full of fraud. 

ure^rstate of being, act of, or that which; as, seiz-ure, 
act of seizing. Fracture, creature, foreclosure. 


GREEK PREFIXES. 
Lesson XII. 


anti, ant=:against or opposite; as anti-slavery, against 
slavery. Antarctic, antipathy, antipodes. 

dia=through or across; as, dia-gonal, through opposite 
corners. Diameter, diaphragm, dialogue. 

dis, di—two or double; as, dis-syllable, a word of two 
syllables. Dilemma, dispute, disrupt, divide. 

epi, ep, eph=upon or during; as, epi-glottis, upon the 
glottis. Epitaph, epoch. 

hemi=half; as, hemi-sphere, half a sphere. 

meta=beyond; as, meta-carpal, beyond the carpal. 
Metaphysics, metaphor. 





22 


ORTHOGRAPHY AND PENMANSHIP 


pan=all; as, pan-American, all America. Panacea. 

peri=around; as, peri-cardium, membrane around the 
.heart. Perihelion, perimeter. 

poly=many; as, poly-gon, a figure of many sides. 

tri=three; as, tri-angle, a plane figure having three 
angles. 


EXERCISES 


1. Define and illustrate the uses of the most common 
affixes in black type. 

2. By the addition of prefixes and suffixes, form all 
the words possible from the primitive words in the list 
below. Ex. (Civis) civil, civilize, civic, civilian, civility, 
uncivil, civilization, uncivilized, etc. 

Pass, cide, control, name, sale, cede, leg, legal), ad¬ 
mit, optic, audit, access, graph, diet, phonic, scribere (to 
write), mors (death), caput (head), cure, moral, decide, re¬ 
fer, admire, human, potent cor (the heart), excuse, sup¬ 
port, art, firm, change, control. 

3. Form diminutive nouns of the following words by 
the addition of the suffixes, let, ock, ule, et, ling, kin, ettex 
eye, fledge, eagle, mall, lamb, strip, duck, cigar, statue, 
river, man, sap, hill, year, cut, and globe. What do these 
suffixes signify? 

4. Add able or ible to the following words: pass, 
read, rise, force, fence, reverse, sense, compress, discern, 
account, desire, express, convert, sale, eat, laugh, corrupt, 
defense, compare, ignite, repair, commit, collect, add, port, 
invert, blame, manage, and marriage. 

Hint. Add able to those words that have a derivative 
ending- in ation. 






BY A. S. LEE 


23 


5. Prefix con or its euphonic variations to the follow¬ 
ing words: relate, equal, nomen, respond, lateral, tend, 
position. What do these prefixes signify? 

6. Prefix in to the following words: legal, noble, ac¬ 
tive, pure, resolute, regular, moral. What do these pre¬ 
fixes signify. 


LESSON XIII 


Use the following homonyms in sentences that will 
explain their meanings:— 

pain, pane; plane, plain; steak, stake; fare, fair; there, 
their; break, brake; peace, piece; gate, gait; lessen, lesson; 
mean, mien; miner, minor; pale, pail; plate, plait; pole, 
poll; pore, pour; sale, sail; stare, stair; pare, pair; cord, 
chord; bow, bough; one, won; ware, wear; weight, wait; 
strait, straight; rice, rise; lane, lain; mail, male; metal, 
mettle; loan, lone; here, hear; dew, due; cession, session; 
canvas, canvass; coarse, course; bale, bail; aught, ought; 
to, too, two; seas, sees, seize. 






24 


ORTHOGRAPHY AND PENMANSHIP 


PART |V 

/ 

SPELLING 
Lesson XH. 

Why Some Persons are Good Spellers. 

1. Early in their career as a student, they have been 
induced to give the subject of spelling regular and syste¬ 
matic attention. 

2. They have been led to detect and recognize the 
difference between a letter and its sound. 

3. Their interest has been so aroused that uncertain¬ 
ties in spelling would not be tolerated. 

4. They have used the eye as well as the ear so that 
an eye-vocabulary as well as an ear-vocabulary was built 
up. 

5. They have taken up homonyms just as they were 
able to understand and use them. 

6. They have learned to use some of the reliable 
rules for spelling—especially those relating to the addi¬ 
tion of suffixes. 

7. They have made everything they read a spelling 
lesson, have drilled and practiced patiently, and have form¬ 
ed a habit of consulting the dictionary in case of doubt 


HOW SHOULD SPELLING BE TAUGHT. 


By referring to the preceding activities that tend to 
make a good speller a general answer may be found; but 






BY A. S. LEE 


25 


the average teacher needs something more specific. She 
needs to know the “what,” “how much,” “when,” and 
“how.” 

1. We should begin to teach spelling in the 1A grade. 
No words should be taught but those in most common 
use by children of this grade and not more than one new 
word each day. 

2. In the second grade, no words should be taught 
but those used freely by all the children of this grade. 
It is advised that the teacher get suitable lists from the 
Russell Sage Foundation, New York. Not more than two 
words each day should be taught. 

3. In the third grade and all succeeding grades, a 
good spelling book may be used but the teacher should 
omit all words not likely to be used by the individual 
members of the class in conversations or in writing. 

In these grades, the number of words for each lesson 
should vary from tyro to four in the third grade, to eight 
to ten in the sixth and seventh grades. 

(a) Exercise care in selecting the words for each 
lesson. 

(b) See to it that the first impression of the new 
word is a strong one. Let the eye, the ear, and the mus¬ 
cles, all have a part in sensing it. 

(c) Teach the use, meaning and spelling of each 
new word. Associate this word with the idea it stands 
for. Discuss and use the new word in natural and orig¬ 
inal sentences. This should be done within the study 
period and after all the words have been written on the 
board. 

(d) (A device). Write the words to be learned on 
the board. Discuss and apply their meaning. Practice on 



26 


ORTHOGRAPHY AND PENMANSHIP 


correct pronunciation and distinct articulation. By the 
use of proper marks indicate, the syllabication, accent 
and letter sounds of one or two words. Spell the words 
in concert, erase them and spell on paper. 

See that each pupil is supplied with a small blank 
book in which he keeps a list of the words he missed, 
arranged alphabetically. Drill each pupil on the words he 
misspells. 

Practice on yesterday’s words, review on Fridays and 
at the end of the month. When each pupil has a purpose 
to learn and a consciousness of progress, your teaching 
is successful. 

(e) A helper. Secure from the Russell Safe Founda¬ 
tion, New York City, Dr. Ayers’s “Foundation Vocabulary’’ 
and “A Measuring Scale for Ability in Spelling.” Use as 
directed. 

(f) At the end of each week and month there should 
be a general review of all the words used that week or 
month. A general test in oral spelling will prove inter¬ 
esting and profitable at the close of each month and on 
Fridays. 

The teacher must not look unconcerned when a pupil 
misspells a word, but she must look and feel disappointed. 
She must meet her spelling class with an expression that 
conveys to each pupil that good work is expected and that 
each pupil will fear to disappoint her. She must be uni¬ 
form in exacting good work every day. If she relaxes, 
and excuses poor work, she loses some of her power. 
There will be slow progress at first, but it is to be re¬ 
membered that in teaching beginners^ we must “make 
haste slowly.” Success or failure depends largely upon » 
the first two year’s work. 



BY A. S. LEE 


27 


It must be remembered that the ability to spell a few 
hundred words just right, greatly enhances the child’s 
ability to learn new words. This accumulating ability, 
becomes an assistant teacher whose efficiency can not be 
overestimated. 

We must have much oral spelling, much written spell¬ 
ing, many contests—in fact a variety of exercises, so that 
the work will not become monotonous. Persistence, de¬ 
termination, variety, and patience, will bring success. 


RULES FOR SPELLING 


The following rules for spelling are not only reliable 
but are a great aid when understood thoroughly as to 
meaning and application. 

Rule I. Monosyllables and words accented on the last 
syllable, ending with a single consonant preceded by a 
single vowel, double the final consonant on taking a suffix 
beginning with a vowel. Examples: bid, bidding; remit, 
remitting. Exceptions: (1) h, j, q, w, and x are never 
doubled; (2) The plural of gas. 

Rule II. A final consonant, when it is not preceded 

by a single vowel, or when the accent is not on the last 

syllable, should not be doubled when a suffix is added. 
Exapmles: Toil, toiling; report, reporting; benefit, bene- 
fitted; visit, visiting. One exception, crystallize. 

Add ed and ing" to the following- words: annul, ‘begr, 

defer, soil, differ, drum, diff, deter, defend, eat, control and 
travel. 

Rule III. Words ending with silent final e drop the 

e before the addition of a suffix beginning with a vowel. 

Example: save, saving; name, naming; love, loved; argu¬ 
ing. 





28 


ORTHOGRAPHY AND PENMANSHIP 


Exceptions: Words ending in ce or ge retain the © 
before the suffixes beginning with a or o to preserve the 
soft sound of c or g; as, peaceable, courageous, and 
changeable. 

Notes: (1) In dyeing’, tingeing, swingeing 1 , and springe- 
ing, the © is retained to preserve the identity of the words, 
and to distinguish them from dying, tinging, singing, swing¬ 
ing, and springing. (2) • final is dropped in derivations from 
awe, judge, argue, lodge, acknowledge, due, true, woe, and 
abridge. No other exceptions. 

Rule IY. Words ending with silent final e retain the 
e when suffixes beginning with a consonant are added. 
Example: life, lifeless. 

Exceptions: argument, wisdom, and abridgment. 

Note—In case of doubt concerning the retention or omis¬ 
sion of silent final e when no dictionary is at hand, determine 
whether the e is needed to presrve either the correct pronun¬ 
ciation or the identity of the word. If it is not needed, drop 
it. 

Rule Y. Words ending with y, preceded by a conson¬ 
ant, change the y to i on taking the addition of a suffix. 
Examples: holy, holiness; study, studied; try, trial; pity, 
pitied. 

Exceptions; (1) When the suffix begins with i the y 
is retained as in lobbyist. (2) Derivations of adjectives of 
one syllable usually retain the y as in shyness, slyest, dry¬ 
ness, slyer, shyer, slyly, dryly, shyest, and slyness. 

(3) The words, babyhood, ladyship, piteous, duteous, 
beauteous, bounteous, and plenteous. From what nouns 
are they derived? 

Rule YL Cede, ceed, and sede, which? The following 
prefixes are used before syllables having the same sound 
as seed: ac, con, ante, inter, pre, re, retro, ex, pro, sue, and 
super. 



BY A. S. LEE 


29 


But one word ends with sede—supersede; three words 
end with ceed—exceed, proceed, and succeed. All other 
words of this class end in cede. 

Rule VII. ei or ie; which? (a) ei follows £ except 
in the word financier. It is also a substitute for long a; 
as in weight, freight. 

(b) In other situations the order is ie; as, believe, 
brief, grief, view, sieve, fierce, piece, lien, retrieve, wield, 
niece, yield, priest. 

Exceptions to (b) either, neither, leisure, seizure, heir, 
their, height, sleight, forfeit, counterfeit, seize, weird, kal¬ 
eidoscope, mullein and surfeit. With these sixteen ex¬ 
ceptions, all words of this class are spelled by Rule VII. 

Rule VIII. Able or ible; which? 

(a) Add able to words that have a derivative ending 
in ation; value, valuation, valuable. One exception, sen¬ 
sible. 

(b) Omit the ending able or ible and if a recognized 
word is left, add able; otherwise add ible. 

Exceptions. Reversible, discernible, corruptible, for¬ 
cible, defensible, exhaustible, digestible, expressible, con¬ 
vertible, irresistible, contemptible, perceptible, compress¬ 
ible, reducible, collectible, responsible, accessible. 

Remark. Make allowance for dropping- silent final e 
when a suffix beginning- with a vowel is added. 

Learn the eighteen exceptions; spell all other words of 
this class by the rules. 

Rule IX. Words Ending in o preceded by a vowel, 
form their plural by adding s; as, folios, bamboos. 


GENERAL RULES. 


Rule X. Write no word unless sure of its spelling. 
Rule XI. Consult the dictionary in case of doubt. 





30 


ORTHOGRAPHY AND PENMANSHIP 


LESSOR XIY. 


By what rules or exceptions are the following words 


spelled? 

Woeful 

hoarseness 

teetotaler 

plaguing 

eludible 

allottable 

salable 

traveled 

coercion 

gaugeable 

merriment 

awful 

procedure 

abridgment 

amusing 

Unusually 

diagrammed 

ceil 

dyeing 

singeing 

enacted 

president 

recoiling 

impassable 

discernible 

proceed 

gauging 

woeful 

managed 

secede 

ferriage 

begged 

tranquillity 

baptizable 

arrangement 

dying 

bluing 

hoped 

diocesan 

reversible 

suing 

dutiful 

gases 

ratable 

wherever 

sameness 

fencible 

believe 

eating 

frolicking 

vexing 

frolicsome 

controlling 

changeable 

wryness 

allotment 

blotting 

copyist 

heard 

hoeing 

daintier 

completeness 

barreling 

roses 

reporting 

recede 

anguish 

retirement 

loved 

allotting 

metallic 

forgiving 


ABBREVIATIONS 


A. B.Bachelor of Arts 

Acct. Account 

A. D.In the year of our Lord. 

A. M...Master of Arts 

A. M.Before noon. 

Agt... Agent 

Ave.,. Avenue 

Bal. Balance 

Bene .Well, good. 

Bbl. Barrel. 

B. C.Before Christ. 

















BY A. S. LEE 


31 


C. E. 

C. O. D. 

Do. 

e. g. 

Ent.. 

etc. 

Fee. 

F. O. B. 

Gtt. 

Hhd. 

H. R. 

Ibid. 

Id. 

i. e. 

Inst.. 

lb. (libra).. 

LL. D.. 

M. €.-. 

M. D. 

Mfg. 

Mme. .. 

M. P. 

MSS. 

M. S. S. 

Messrs. 

N. B. (Nota bene) 

O. S. 

O. K.—....... 

Pd. 

Ph. D. 

P. O. 

Pro. tem. 

P. S. 

P. M. 

P. I. 


.Civil Engineer. 

.Collect on delivery. 

..The same. 

.For example. 

.. Entered. 

.And others. 

.He or she made it. 

.Free on board 

.. drops. 

. Hogshead. 

House of Representatives. 

..In the same place. 

.The same. 

.That is. 

...This month. 

.pound. 

.Doctor of Laws. 

.Member of Congress. 

.Doctor of Medicine. 

. Manufacturing. 

. Madame. 

.Member of Parliament. 

... Manuscripts. 

.....Manuscripts. 

.Messieurs (gentlemen) 

.Note well. 

...Old Style. 

.All correct. 

..'.. Paid. 

.Doctor of Philosophy. 

...Post Office. 

.For the time being. 

.Postscript. 

.Post Master. 

.Philippine Islands. 







































32 


ORTHOGRAPHY AND PENMANSHIP 


Prox.Next Month. 

Q. E. D.Which was to be demonstrated. 

Sc.He engraved it. 

Ult.Of the last month. 

U. S. V.U. S. Volunteers. 

Viz. . Namely. 

Vs. Against. 

Xmas . Christmas. 


pronounce, to spell, and to use the following 


Learn to 
words: 

abeyance 

abetting: 

abettor 

aborigines 

abridgment 

acacia 

abscess 

abundant 

abyss 

accede 

accept 

accelerate 

ache 

accurate 

acceptable 

accommodate 

accordion 

accurate 

achieve 

acknowledge 

acoustic 

acquainted 

acquiesce 

acquire 

adequate 

adjacent 

admissible 

admittance 

admirable 

adieu 

adjoining- 

adolescence 

aeronaut 

affidavit 

adverse 

advertisement 

again 

against 

agate 

almanac 


alias 

alien 

Alleghany 

allege 

allegiance 

alley 

all right 

alligator 

allspice 

ally 

already 

almost 

amateur 

ambassador 

ambiguous 

amenable 

amiable 

amicable 

amusing 

analyze 

anchor 

ancient 

ankle 

antecedent 

antelope 

answer 

anxiety 

anxious 

any 

apiary 

apologize 

apostrophe 

appall 

apparatus 

apparent 

Appalachian 

apparel 

appellate 

applique 

appreciate 


aqueduct 

aqueous 

arable 

arbor 

architect 

Archipelago 

Armada 

artillery 

arsenic 

ascertain 

assassin 

assessor 

assume 

assure 

assurance 

assistant 

asthma 

athlete 

attached 

attorney 

audible 

aught 

austere 

automobile 

autumn 

authorize 

auricle 

anxiety 

auxiliary 

available 

avarice 

awful 

awkward 

axiom 

axle 


bacillus 

bacteria 

balance 













BY A. S. LEE 


33 


balloon 

Baltimore 

Baptist 

baptize 

bargain 

barouche 

battalion 

bazaar 

beauteous 

been 

beginning 

beguile 

behoove 

believe 

belligerent 

bellows 

beneficiary 

benefit 

bereave 

Berkeley 

bias 

bicycle 

biennial 

bilious 

billiard 

biscuit 

Bismarck 

bivouac 

blamable 

blizzard 

blotting 

bluing 

blurred 

bluish 

boliea 

bookkeeping 

bouquet 

boudoir 

boycott 

breadth 

brilliant 

British 

Britain 

bronchitis 

brusque 

bulletin 

buoyant 

Burgoyne 

burlesque 

business 

busy 

buzzard 


cabbage 

campaign 

caboose 

calcimine 


calendar 

calliope 

camouflage 

camphor 

callous 

canceled 

canvass 

cantaloupe 

capital 

capitol 

capricious 

career 

carriage 

catarrh 

catechise 

cautious 

cavalry 

cayenne 

ceiling 

celluloid 

cemetery 

census 

cereal 

certain 

certificate 

censure 

centennial 

chagrin 

charcoal 

chamois 

champagne 

chattel 

chandelier 

chaos 

chaperon 

character 

chauffeur 

chemist 

chenile 

Chesapeake 

chestnut 

chieftain 

chimney 

chivalry 

choose 

chord 

chorister 

chorus 

chrysalis 

Christian 

chrysanthemum 

cinch 

Cincinnati 

cinquefoil 

circuit 

cistern 

citron 

civilize 


clairvoyant 

clamor 

clarify 

cleanse 

clique 

coalesce 

cocoa 

codicil 

coercion 

coincidence 

colander 

colleague 

coleslaw 

collateral 

colonnade 

colonel 

colon 

color 

colored 

column 

committee 

comfort 

coming 

compelling 

compelled 

complement 

compliment 

comrade 

concede 

conceit 

conceive 

concern 

concession 

concourse 

concurrence 

condemn 

condensed 

confectionery 

conferred 

congeal 

conjugate 

conquer 

console 

conscience 

conscientious 

conspicuous 

contagious 

convalescence 

convenient 

convalescent 

contagion 

contemptible 

convenience 

converse 

corrugate 

copyist 

couple 

coquet 



34 


ORTHOGRAPHY AND PENMANSHIP 


conqueror 

cordially 

cornice 

corolla 

cough 

courageous 

counselor 

counterfeit 

courteous 

credence 

credible 

creosote 

crystallize 

cuckoos 

culinary 

cumbrous 

cupful 

climbing 

crescent 

cuisine 

curtain 

customary 

cutlass 

cypress 

cynical 

czar 


dahlia 

dairy 

debtor 

debris 

debit 

debut 

deceit 

deceive 

decide 

decision 

decisive 

decorous 

deferred 

deficit 

defense 

degradation 

deleble 

delicious 

delirium 

delirious 

depot 

depth 

derelict 

descend 

descendant 

design 

desirable 

desultory 

develop 

dialogue 


diaphragm 

diary 

diet 

digest 

digestible 

dining 

diphtheria 

discern 

discreet 

disease 

dissent 

discipline 

distill 

dissyllable 

dizziness 

docible 

docile 

dormitory 

doubt 

dough 

dozen 

drought 

drowsy 

drown 

dullness 

dully 

dutiful 

dungeon 

duplicate 

durable 

dying 

dynamite 

dyspepsia 


eel 

earnest 

eccentric 

ecquipage 

economy 

ecstacy 

edible 

efficacy 

eighth 

eligible 

effigy 

elaborate 

elite 

elm 

embarrass 

embezzle 

embroidery 

endeavor 

engine 

enterprise 

eulogize 

eulogy 

emphasize 


enough 

enroll 

envelope 

epaulet 

equator 

equilateral 

escutcheon 

Eskimo 

essay 

essential 

estimate 

ethical 

etiquette 

every 

exaggerate 

exceed 

excel 

excellent 

exclude 

exhilarate 

experience 

expense 

existence 

exquisite 

extravagance 

extravagant 

extraordinary 


facilitate 

fairy 

Fahrenheit 

fallible 

familiarity 

famine 

famous 

fanatic 

fantasy 

fascinate 

fatiguing 

fatigue 

favor 

Fayette 

feasible 

February 

ferocious 

fertile 

fiat 

fibrous 

fiction 

fictitious 

fiend 

fierce 

film 

finale 

finally 

fiery 

filling 




BY A. S. LEE 


35 


finical 

firkin 

gluey 

goal 

iciness 

illegible 

fitted 

gopher 

illicit 

fluctuate 

gorgeous 

illiterate 

folks 

gorilla 

imaginary 

forage 

gourd 

image 

forbear 

gouge 

imbecile 

forcing: 

grandeur 

imminent 

forfeit 

Greenwich 

immediate 

forty 

gracious 

impassable 

follicle 

grammar 

impede 

forging 

Great Britain 

impel 

foregoing- 

guard 

impossible 

forehead 

guardian 

inaugurate 

forgiving 

guerilla 

incandescent 

formally 

guess 

incision 

fragile 

gymnasium 

incessant 

fickle 

gymnastic 

incense 

freckle 

gypsy 

incite 

fried 

incorrigible 

frieze 


incredible 

fricassee 

hammer 

indefinite 

frigate 

harangue 

indispensable 

frowsy 

hazard 

indestructible 

fuchsia 

hailstorm 

indelible 

fulfill 

heard 

indict 

furlough 

hearken 

indictment 

furnace 

hearty 

ineligible 


height 

inertia 

gaily 

heliotrope 

infallible 

heinous 

infectious 

gallery 

herb 

ingenious 

gallows 

herbaceous 

initiate 

goal 

herd 

iniquity 

garage 

hemorrhage 

instead 

garbage 

hiccough 

instill 

gas 

hickory 

intercede 

gases 

hideous 

interest 

gaseous 

holiday 

integer 

gasoline 

honor 

interfere 

gape 

hoping 

intrigue 

gauze 

horizon 

inveigh 

gauge 

hospital 

irrelevant 

genteel 

hostile 

iridiscent 

geography 

hover 

irreparable 

geyser 

Huguenots 

inspector 

Genesis 

humorous 

Isaac 

genius 

hurricane 

issue 

genuine 

hyacinth 

insanitary 

gentian 

hybrid 

isosceles 

ghoul 

hydraulic 

isthmus 

gigantic 

hypocrisy 

ivory 

gingham 

hypocrite 


Gibralter 

hygiene 


giraffe 

hygienic 

jardiniere 

gladiolus 


jaundice 

glycerine 


janitor 

glacier 

iceberg 

jealous 




36 


ORTHOGRAPHY AND PENMANSHIP 


jeans 

jeopardy 

jewelry 

jocund 

jonquill 

jostle 

journey 

junior 

judiciary 

judicious 

judgment 

jugglery 

juicy 

junction 

juvenile 

juiciness 


kaleidoscope 

kalsomine 

Kanawha 

kennel 

Kentucky 

kerosene 

kernel 

knitter 

knitting 

knob 

knoll 

known 

katydid 

kimono 

knave 

knuckle 

knurly 


laboratory 

lacerate 

laid 

laocoon 

lapel 

larceny 

lariat 

larynx 

laudable 

laundry 

laureate 

laurel 

league 

laughable 

leaven 

ledger 

legend 

legible 

legitimate 

leisure 

length 


lenient 

leopard 

lettered 

lettuce 

levee 

levy 

libel 

libelous 

license 

licentious 

licorice 

lieu 

lieutenant 

lily 

lilies 

linear 

liquor 

lizard 

loathe 

loose 

lose 

Louisiana 

lozenge 

luscious 

luxuriant 

luxury 

lying 


macaroni 

macadamize 

machine 

mackerel 

maelstrom 

mahogany 

maintain 

majestic 

majority 

malfeasance 

malicious 

malign 

malleable 

manacle 

maneuver 

many 

maraud 

marriage 

martyr 

massacre 

mattress 

mayor 

meadow 

meant 

mediaeval 

medicine 

M e d i ter r anean 

melon 

melancholy 


memoir 

menace 

menagerie 

mignonette 

message 

metallic 

mileage 

millennium 

millinery 

millionaire 

miniature 

minute 

miracle 

misspell 

miscellaneous 

missile 

Mississippi 

Missouri 

misspelled 

mistletoe 

molasses 

Monongahela 

Monongalia 

monstrous 

morsel 

morass 

mortgage 

mortise 

mosquito 

motor 

movable 

much 

mucilage 

mullein 

murmur 

murrain 

muscle 

Mussulman 

myrrh 

myry 

mystery 

myth m 


nadir 

narcissus 

nasturtium 

naught 

nausea 

nauseous 

naval 

navigable 

nee 

necessarily 

negotiate 

negotiable 

negligee 

neuralgia 



BY A. S. LEE 


37 


neutral 

Niagara 

niche 

nickel 

ninth 

noisily 

nominative 

none 

noxious 

nuisance 

nutrition 

nutritious 

noticeable 

nuptials 


obedience 

obedient 

obeisance 

oblique 

obnoxious 

obsequies 

occurrence 

odors 

offal 

offset 

offense 

official 

often 

ominous 

omniscience 

onerous 

opaque 

opal 

opportunity 

opposite 

optimist 

oracle 

organize 

origin 

osculate 

ostracize 

outrageous 

overalls 

overseer 

oxygen 

oyster 


pacific 

pageant 

palatial 

palisade 

parachute 

parable 

paralyze 

parallel 


parole 

partiality 

participle 

particle 

partition 

partner 

particular 

parquet 

patience 

passport 

pastime 

pauper 

peaceable 

pedagogue 

penitentiary 

peninsula 

pennant 

Pentateuch 

percale 

perceive 

perennial 

perjury 

perjure 

persist 

persevere 

persistent 

perspective 

persuade 

pessimist 

petal 

perpendicular 

petite 

petition 

petroleum 

pewter 

phaeton 

pharmacy 

Philippines 

phlox 

phosphate 

phthisic 

physically 

physique 

piano 

piece 

pilfer 

pierce 

pigeon 

pillar 

pinnacle 

pious 

piquant 

pitiable 

pitiful 

piteous 

plantain 

plateau 


plausible 

pleasant 

plebian 

plenteous 

pneumonia 

poise 

poison 

pommel 

pollen 

poniard 

porcelain 

portray 

posse 

porous 

pomegranate 

Potomac 

poultice 

poultry 

populous 

potatoes 

practice 

practically 

prairie 

precede 

precedent 

preceptor 

precious 

precinct 

precipice 

precocious 

prejudicial 

preparation 

prefetige 

prejudice 

presume 

pressure 

privacy 

privilege 

principal 

principle 

procedure 

professor 

proficient 

propagate 

propel 

propeller 

prophesy 

propitious 

purple 

purpose 

purr 

pursue 

pursuance 


quality 

quantity 



38 


ORTHOGRAPHY AND PENMANSHIP 


queer 

query- 

quiet 

quartet 

quinsy 

quotient 

quorum 


radiant 
raiment 
, raise 
raisin 
rancid 
ransom 
rarefy 
ravage 
rebel 
razor 
ready 
really 
recede 
receipt 
recommend 
recon no iter 
redundant 
regretted 
refer 
referred 
release 
reluctant 
reindeer . 
religion 
religious 
reminiscence 
reminiscent 
rehearse 
relief 
relieve 
rendezvous 
reparation 
repel 
repetition 
reprieve 
requisite 
rescind 
reservoir 
respectfully 
respectively 
resuscitate 
reticence 
reticent 
retrocede 
retard 
rhubarb 
rhododendron 
rhinoceros 


rhetoric 

riddance 

righteous 

rinse 

rogue 

roguish 

routine 

Ronceverte 

Roosevelt 

routine 

ruffian 

rural 


sacrifice 

sagged 

salad 

salmon 

says 

said 

saucer 

schedule 

soprano 

satire 

sapphire 

sargasso 

satirize 

satellite 

sauerkraut 

savior 

scarcity 

scent 

scenery 

schedule 

science 

scion 

scissors 

scourge 

schottish 

search 

sebaceous 

secede 

secrecy 

seismic 

seldom 

semester 

senate 

sentence 

separable 

separate 

sergeant 

series 

serious 

service 

seize 

senate 

senator 


senior 

sense 

session 

settlers 

shepherd 

shekel 

sherbet 

sheriff 

shipped 

shoes 

shriek 

shrewd 

sibyl 

sickle 

siege 

siesta 

sieve 

silhouette 

siphon 

skillful 

sociable 

solder 

solemn 

sophomore 

sorrel 

souvenir 

sovereign 

spacious 

specie 

specimen 

spectacle 

sphere 

spherical 

stampede 

staple 

stationary 

stationery 

statistics 

steeple 

stenography 

sterilize 

sterling 

stopper 

strait 

straight 

strategic 

strategy 

strength 

stopped 

stopping 

stomach 

strychnine 

subsidence 

subtle 

succumb 

suffice 

subpoena 



BY A. S. LEE 


39 


succeed 

succotash 

sufficient 

suite 

sugar 

sultriness 

summary 

supersede 

superintendent 

superstitious 

surely 

sure 

surprise 

surly 

susceptible 

sumac 

surcingle 

surveillance 

surgeon 

surfeit 

survey 

surprise 

swollen 

sycamore 

synagogue 

sympathize 

syzygy 


tableau 

tacit 

tariff 

tassel 

technical 

tedious 

teetotaler 

temperance 

tenable 

tenant 

tenacious 

tendon 

tenet 

tenement 

Tennessee 

terrace 

Teutonic 

there 

their 

thief 

thinnest 

thorough 

threw 

through 

tiny 

tired 

tomahawk 

torpor 


tocsin 

tonsilitis 

totally 

tortoise 

touch 

toward 

tragedy 

traitor 

tranquillity 

transcendent 

transitive 

transient 

traveler 

traveled 

traveling 

transmitted 

transparent 

treacherous 

treasure 

treasurer 

triple 

triumvirate 

trouble 

trough 

trousseau 

truly 

trumpet 

trysquare 

trisyllable 

Tuesday 

turret 

tussle 

tyranny 


ultimate 

umbrella 

umpire 

uncertainty 

unusually 

upholsterer 

urban 

usually 

usury 

utensil 

Upshur 

until 


vacillate 

vaccinate 

vacuum 

valiant 

valor 

valuable 

vehicle 

veneer 


vengeance 

ventricle 

verge 

versatile 

vestige 

vertical 

very 

viai 

vicinity 

vicious 

vicissitude 

victim 

victuals 

village 

villain 

vineyard 

virgin 

vision 

visible 

vitiate 

vitriol 

volunteer 


wainscot 

warrant 

warrior 

weapon 

weather 

Wednesday 

wearing 

weevil 

wetgnt 

were 

whether 

wherever 

wherein 

which 

wnolesale 

wholesome 

whooping-cough 

width 

welcome 

weighed 

wield 

winsome 

willful 

willfully 

witty 

wizard 

wholly 

woeful 

women 

woolen 

woolly 

worshipped 




40 

ORTHOGRAPHY AND 

PENMANSHIP 

worsted 

yacht 

zealous 

wreck 

Yankee 

Zebra 

wrench 

yearn 

zenith 

wriggle 

yeast 

zero 

wrote 

yellow 

zinc 

yawn 

yolk 

yuletide 

yield 

zincky 



BY A. S. LEE 


41 


PART II 



A Space in Height is the height of the short letters. 

A Space in Width is the distance between the straight 
lines of the letter "u.” 

The Psychological Order of a lesson in penmanship is 
(1) observation, (2) imitation, (3) criticism, and (4) re¬ 
writing for improvement. 

The Objects Sought in a lesson to beginners are, (1) 
correct position (2) muscular movement, (3) legibility, and 
(4) neatness. Rapidity is an added object with advanced 
classes. 

Teacher’s Preparation. (1) He should be a good writ¬ 
er on paper and especially good on the blackboard. (2) 
He should know well the elements of form which combine 
to make the letters of the alphabet singly and in combi¬ 
nation. This knowledge is necessary that he may know 
what his pupils must learn in order to be good writers. 
(3) He should have a definite plan worked out for each 
writing exercise. Position, form, and freedom of move¬ 
ment, should be the aim in every lesson plan. 

Position is the manner of sitting at the desk. There are 
two good positions: The square front position and the 
half-right side position. When the desks are large 
enough, the square front position is better. To find the 
proper position for the right arm, place the body at the 
desk in proper position so as to secure comfort and allow 




42 


ORTHOGRAPHY AND PENMANSHIP 


muscular freedom; raise the right arm slightly above the 
head, withdraw control and let the arm drop. It will 
strike the desk in proper position. The left arm should 
be so placed as to keep the body upright, the shoulders 
at the same level, and to retain its free use in changing 
the position of the paper. Correct position should be 
thoroughly mastered before writing is begun. Pupils 
should be caused to demonstrate repeatedly, that they 
have a working knowledge of position. 

Position should receive much attention to secure 
comfort, convenience, and freedom of movement in writ¬ 
ing. A wrong position may lead to serious evils affecting 
the health of the writer. It pays to have beginners 
practice from three to five weeks on position, form, re¬ 
laxing exercises, and movement before taking actual writ¬ 
ing exercises. Several days of practice on these things 
should be required before penholding is taken up. 

It requires skill of a high order to teach pupils how 
to sit, how to relax sufficiently, and how to hold the pen 
properly. The first step in a writing lesson is to teach 
the child how to sit; the second, how to rest his arms 
on the desk; the third, how to relax sufficiently so as to 
have easy control of the muscles of the right arm and 
shoulder; the fourth, how to hold the pen lightly and 
easily. After all this is attended to, form, movement, and 
the making of letters follow. 

Form is the general shape of letters or characters 
and includes the arrangement of the written page. Prac¬ 
tical ideas of form depend upon a vivid imagination and 
the power to reproduce. Much attention should be given 
to form, in order that the learner may have a mental pic¬ 
ture of the letters and characters to be written, both singly 
and in combinations. Form is in the mind. 



BY A. S. LEE 


43 


Teaching of Form, The teacher will write the letter 
very large on the board, but of proper proportions and 
size. The pupils will be caused to observe the form. The 
teacher will then make the same letter on a larger scale in 
the air until they get a clear notion of form and move¬ 
ment. The pupils will then repeat the operation with 
pen or pencil in position. Lastly they will write the 
letter on paper following the psychological order: (1) 
observation, (2) imitation, (3) criticism, and (4) re-writing 
for improvement. 

; Movement is the motion of the arm, hand, fingers, 
and pen, in writing. Movement is of primary importance 
in teaching penmanship. Writing is a reflex act, and most 
reflex activities are developed by intelligent and well 
directed practice in movements. Movement should re¬ 
ceive regular attention until the learner has easy control 
of the hand the muscle and the pen. The correct form 
will be produced if the correct movement is made. 

There are several kinds of movement: finger, muscu¬ 
lar, whole arm, and combined. 

The Finger Movement brings into action the fingers 
only. It is used in making the upward and downward 
strokes of the pen. If used exclusively, it induces cramp¬ 
ing of the muscles of the hand. 

The Muscular movement is the motion of the forearm 
upon the muscles just below the elbow, the hand gliding 
on the tips of the nails of the third and fourth fingers. 
This movement should be taught in all grades beginning 
with the first. 

Combined Movement is a combination of the finger and 
muscular movements. It is in most general use. 



44 


ORTHOGRAPHY AND PENMANSHIP 


Principles of writing are the elements of which letters 
are composed. They are straight line, right curve, left 
curve, loop, oval, inverted oval, and capital stem. 

Slant is the degree of inclination of letters from a 
vertical line. The main slant should be 38 degrees. 

Position of Pen, Paper and Pupil. Let the pen holder 
cross the root of the nail of the second finger and just in 
front of the knuckle joint of the first finger, the holder 
pointing over the shoulder. Let the first finger rest on 
top of the holder and agout one and one-fourth inches 
from the end of the pen, the end of the thumb being oppo¬ 
site the first joint from the end of the first finger. Hold 
lightly. The edge of the paper should be parallel with the 
forearm. A right oblique position is recommended. The 
inner angle formed by the bent arm should always be an 
obtuse angle. The pupil should sit erect with the forearm 
resting on the desk. 

Systems of writing: There are two systems of writ¬ 
ing in use,—the Vertical and the Slant. Differences: (a) 
In the slant system the tall letters are taller and the 
short letters are shorter, and all the letters, narrower, 
(b) In the slant system the letters are inclined from a 
perpendicular 38 degrees, while in the other system the 
letters stand vertical. 

Slant writing is to be preferred to vertical writing 
because: (a) It is easier to teach, (b) It is the only 
system adapted to proper movement, (c) It can be writ¬ 
ten with a greater degree of speed, and is fully as legible. 

The only real argument to be offered in behalf of the 
vertical system is that children in their first attempts to 
write, make vertical letters. 



BY A. S. LEE 


45 


About all of the city schools, after experimenting 
with vertical writing for a number of years, are now using 
the slant system. 

Teaching Beginners: Most attention should be given 
to movement and the practice work must be mostly from 
copy. Movement may be taught by practicing on the 
small letters made on a large scale. Position demands a 
large share of attention. The making of solid ovals and 
tracings are good exercises to train in movement. 

The teacher should place all copies on the blackboard 
and of such size that they can be seen in all parts of the 
room. This gives the pupils an opportunity to study form 
and to see how letters are made, where they begin, where 
they end, and how they are joined. 

For Advanced Pupils: After the fourth year, move¬ 
ment demands most of the teacher’s attention. A little 
later page writing and letter writing should be emphasized. 
Form and position demand the teacher’s attention in all 
the grades. 

The Essentials in Writing are “position,” “movement,” 
“form” and “speed.” These essentials may be obtained 
by the proper amount of careful and spirited practice un¬ 
der the guidance of a skillful teacher. Practice till the 
end is attained. 

The Three Graces of writing are, legibility, speed and 
neatness. These are three good writing habits to cultivate. 

Bad Habits: Some of the bad habits that pupils ac¬ 
quire in learning to write are: A cramped position, slow 
movement, holding the pen too lightly, finger movements, 
pressing too hard with the pen, and failure to follow the 
base line. These evils are corrected by constant observ¬ 
ance and correction on the part of the teacher. 



46 


ORTHOGRAPHY AND PENMANSHIP 


GENERAL DIRECTIONS. 


The Lesson in writing should be a lesson in cleanli¬ 
ness and neatness. Well defined plans for opening and 
closing the writing exercises should be strictly followed. 

Ruled paper is to be preferred to unruled for the first 
few years, as the ability to write on a straight line is one 
of the last attainments to be acquired in the art of writing. 
Lines also aid the imagination in spacing. The first few 
lessons may be practiced on unruled paper to encourage 
freedom of movement. 

Pupils should be taught script as they learn the al¬ 
phabet, in order that the hand may early be trained in 
holding and handling the pen, and that imaginary forms 
may be traced. 

A lead pencil may be used to advantage until the 
child has acquired control of the actions of the hand. 
Pen and ink should not be used until the third year of 
school. After the second year, the use of the pencil should 
be discouraged. 

Seat Lessons. The teacher must create a situation in 
which the pupil will see his need of learning to write. 
Writing is an offshoot of language. When the pupil learns 
that writing is a way of telling persons far away what he 
is doing, and what he wants, he will attack the work with 
vigor. As soon as the child appreciates the value of writ¬ 
ing and is provided with a means of controlling it, he will 
do the work required of him, cheerfully. In seat work, it 
is the quality and not the quantity that is to be demanded. 

All the short letters are one space high excepting ‘ s” 
and “r” and they are one and one-fourth spaces high; “t” 
and “d” are but two spaces high, and “p” extends but two 




BY A. S. LEE 


47 


spaces above the base line. The height of other letters 
vary according to the various systems, but they are gen¬ 
erally three spaces high. 

The chief ends to be sought in writing are control of 
the movements of the hand, the execution of specific forms 
and their connection into words. 

In teaching writing, the teaching should be individual 
rather than general, for each individual requires a dif¬ 
ferent kind of help, and has his own peculiar faults to 
overcome. But the blackboard should be used freely to 
illustrate form, slant, space and arrangement. 

Penmanship is an art much used in the successful 
pursuance of other studies. By penmanship we make out¬ 
lines of various subjects and permanently record knowl¬ 
edge acquired. Legibility and speed are essential when 
correlated with other studies. 

To encourage effort, samples of writing should be 
taken often. Some of these should be displayed by pin¬ 
ning them to a piece of black cloth tacked against the 
wall; others should be sent to the parents. 

Sometimes it happens that a pupil does creditable 
work in the writing exercise, but is careless and slovenly 
in other written work. To correct the latter, no compo¬ 
sition or written work of any kind, should be accepted 
until it is neat and legible and represents honest effort. 
The pupil should be made to do the work over again until 
it represents proper effort and care. 

By uniformity in writing, we mean that the same 
letters should have the same form, slant, and size; that 
the speed, spacing, and general arrangement, should be 
uniform. 




48 


ORTHOGRAPHY AND PENMANSHIP 


Care of the eyes, position of body, and cleanliness 
are hygienic conditions to be considered in teaching "writ¬ 
ing. 

Practicing on movement is a very important exercise 
because movement must become a reflex act and does not 
depend on technical analysis. The analysis of letters has 
no value as a teaching exercise. 

Interest in writing can be maintained by regularity 
as to time of recitation and by enthusiasm and preparation 
on the part of the teacher. It is not essential to success¬ 
ful teaching that the teacher be more than an ordinary 
penman. 

Practice alone will not give satisfactory results in 
penmanship. The practice must be under the guidance 
of well laid plans, and every exercise must be adapted 
to the end in view. Movement, form, slant, and space, 
must be emphasized in a logical order. 

Copy books are not to be desired, as their use limits 
the amount of practice work, and disregard to movement 
results from the student’s effort to imitate the copy. A 
set copy hinders that freedom so necessary in all reflex 
movements. Ruled paper without copies is preferred, if 
the teacher uses good judgment in presenting his practice 
work. 

Teaching Writing to Beginners. 

The manual advises that the primary teacher use 
large script letters on the blackboard and that the be¬ 
ginner practice on the same style of letters. Short copy 
such as, man, an, na, nam, anm, should be given and 
that, as soon as correct position of body, pen, and paper, 
is taught, the concert drill with counting should be prac¬ 
ticed to aid in good movement. The use of printed letters 



BY A. S. LEE 


49 


as an exercise is not recommended. The pen and ink 
should not be used the first two years. The very best 
work possible should be required. 

Writing for Advanced Pupils. 

Movement should receive regular and persistent 
attention. The short letters should be made by the fore¬ 
arm movement, and the extended letters, by a combination 
of finger and forearm movements. Every writing exercise 
should begin with exercises on movement, such as prac¬ 
tice on the large oval, tracing, short combinations of short 
letters, etc. Drill upon the capital letters. During the 
last two years, page writing, social, and business forms 
should be emphasized. Always insist on the best that 
the pupil can do. 

The old saying “Practice makes perfect,” is but par¬ 
tially true when applied to writing. The right kind of 
practice leads toward perfection, while practice without 
regard to position, form, comfort, and freedom of move¬ 
ment, never gets beyond the beginning stage. 

If yon would become a good penman within one year, 
get the “Palmer Method of Business Writing” and follow 
it to the letter. You can get it of the A. N. Palmer Co., 
New York City. 








LIBRARY OF CONUKbSS 


THE CCNDEf 0 003253 008 4 

OF TEXT BOOKS_ 


IN USE THROUGHOUT THE UNITED STATES 


These are just the books you have been 
looking for. They are all new, original, 
brief, concise, thorough, simple and logical. 
They stand alone. No other books on the 
same plan have appeared in print. 


Arithmetic _$1.00 

Grammar . 1.35 

Beading and Literature. .45 

United States History. .40 

Geography . .45 

Civil Government............. .45 

W. Ya* State History. .85 

Physiology .45 

Orthography and Penmanship. .45 

Agriculture .. .45 

Theory and Art... .40 

ENTIRE SET (Postpaid).$5.70 

WITHOUT GRAMMAR (Postpaid). $4.70 


Send All Orders to 

The Condensed Text Book Co. 

PARKERSBURG, W. YA. 

-OR- 

A. S. Lee 

HUNTINGTON, W. YA. 

T 

11 iwm 1 —— mmmanmEa 





























































